We report here on a diagnostic tool for improving doctoral supervision that supervisors in training at Lund University use to develop strategies for supporting their student’s learning. The tool has been developed by combining two theoretical models, an empirically generated model of orientations to doctoral supervision (Lee, 2008) and a meta-perspective on professional learning (Dall'Alba & Sandberg, 2006), with supervision strategies that has emerged in our study of supervisors in training.

In this session we will present the tool and how it has been developed in our workshops for supervisors. Such workshops are mandatory for doctoral supervisors at Lund University and are held across all eight faculties as well as within... (More)

We report here on a diagnostic tool for improving doctoral supervision that supervisors in training at Lund University use to develop strategies for supporting their student’s learning. The tool has been developed by combining two theoretical models, an empirically generated model of orientations to doctoral supervision (Lee, 2008) and a meta-perspective on professional learning (Dall'Alba & Sandberg, 2006), with supervision strategies that has emerged in our study of supervisors in training.

In this session we will present the tool and how it has been developed in our workshops for supervisors. Such workshops are mandatory for doctoral supervisors at Lund University and are held across all eight faculties as well as within single faculties. The number of supervisors that has attended is exceeding 500. We will also demonstrate how we use the tool to help supervisors explore their supervision strategies and departmental practices for doctoral education.

@misc{a54a884f-205d-4d69-b18c-8ef79f69c11e,
abstract = {We report here on a diagnostic tool for improving doctoral supervision that supervisors in training at Lund University use to develop strategies for supporting their student’s learning. The tool has been developed by combining two theoretical models, an empirically generated model of orientations to doctoral supervision (Lee, 2008) and a meta-perspective on professional learning (Dall'Alba &amp; Sandberg, 2006), with supervision strategies that has emerged in our study of supervisors in training. <br>
<br>
In this session we will present the tool and how it has been developed in our workshops for supervisors. Such workshops are mandatory for doctoral supervisors at Lund University and are held across all eight faculties as well as within single faculties. The number of supervisors that has attended is exceeding 500. We will also demonstrate how we use the tool to help supervisors explore their supervision strategies and departmental practices for doctoral education.<br>
<br>
References<br>
Dall'Alba, G., &amp; Sandberg, J. 2006. Unveiling Professional Development: A Critical Review of Stage Models. Review of Educational Research, 76.3. 383-412.<br>
Lee, A. 2008. How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33. 3. 267-281.<br>
},
author = {Sonesson, Anders and Ahlberg, Anders and Lindberg-Sand, Åsa},
keyword = {Doctoral education,Doctoral supervision,Educational development},
language = {eng},
title = {Exploring strategies for developing doctorateness: a diagnostic theory-based tool for supervisors’ self-evaluation. In S. Leshem (ordf.), Developing Doctorateness. Symposium},
year = {2010},
}